Papua New Guinea - Education Project

FILE COPY Report No. 1210-PNG Papua New Guinea Appraisal of a First Education Project September 22, 1976 Education Projects Division East Asia and Pacific Regional Office FOR OFFICIAL USE ONLY Document of the World Bank This document has a restricted distribution and may be used by recipients only in the performance of their official duties Its contents may not otherwise be disclosed without World Bank authonzation  CURRENCY Currency Unit = Kina US$1 = K 0.787 K 1 US$1.27 MEASURES (Metric system used in PNG) 1 m = 3.28 ft. 1 m2 = 10.76 sq. ft. 1 km = 0.39 sq. mi. 1 hectare = 2.47 acres FISCAL YEAR July 1 - June 30 SCHOOL YEAR January - December ABBREVIATIONS CPO = Central Planning Office DOE = Department of Education DOLI = Department of Labor and Industry DOPH = Department of Public Health DOPI = Department of Primary Industries DTWS = Department of Transport Works and Supply HEO = Health Extension Officer HI = Health Inspector RDA = Rural Development Assistant RDT = Rural Development Technician RDO = Rural Development Offices UPNG = University of Papua New Guinea  FOR OFFICIAL USE ONLY PAPUA NEW GUINEA APPRAISAL OF A FIRST EDUCATION PROJECT TABLE OF CONTENTS Page No. BASIC DATA SUMMARY AND CONCLUSIONS i - iii I. INTRODUCTION ............................... . - 1 II. NATIONAL DEVELOPMENT AND ISSUES ................... 1 Socio-Economic Background ........................... 1 Extension Services ....... ...... ......................... . 2 Mianpower Requirements and Supply .... ................ 3 Development Strategy . ............. .. . . . . . ................. . 4 Implications ,for Education and Training ............. 5 III. THE EDUCATION AND TRAINING SECTOR ................... 6 Summary Evaluation and Key Issues ................. . 6 Structure and Characteristics ..... to................ 7 Levels and Types of Education and Training .... ..... 7 Education Finance ...... ............................. 13 IV. THE PROJECT ............................................... 14 Summary of Project Items ............................ 14 Rural-Oriented Training .............. ............. 15 Highlands Agricultural Training Institute ........ 15 College of Allied Health Science, Madang ... ...... 16 Rural Vocational Centers ................. 16 Teacher Training . ................................... 16 Primary Teacher Training ....... o............... 16 Secondary Teacher Training .............. .... * .... 17 Technician Training - Lae Technical College .....t.*.. 18 Planning and Institution Building ................ .. 18 Integrated Rural Development and Community-Based Training too........................... .. .... .......... 18 Policy and Planning Division, Department of Education ........................ 00...... ...... 00. .000-. 18 National Training Council ............. . .......... 19 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  -2- V. PROJECT COST, FINANCING, AND IMPLEMENTATION ........... 20 Cost Estimates ..............................e. 20 Financial Plan ............................... .... . 21 Project Implementation ......... ........... o . ....... 22 VI. BENEFITS, JUSTIFICATION AND RISKS .-.. ....... 25 VII. AGREEMENTS REACHED .................................... 26 ANNEXES 1 Comparative Education Indicators 2 Population, Literacy and Public Sevices by Province 3 Demand and Supply Projections for Monetized Sector Workforce (1971-85) 4 Enrollments by Level and Type of School, 1960-75 5 Projected Demand for and Supply of Primary School Teachers, 1975-85 6 Projected Demand for and Supply of Secondary Level Teachers 1975-85 7 Projected Demand for and Supply of Certificate and Diploma Level Agricultural Staff, 1975-85 8 Projected Demand for and Supply of Health Extension Officer and Health Inspectors, 1976-1986 9 Note on Manpower in Technical Occupations 10 Estimated DOE Budget Requirements 1975/76-1984/85 11 Summary of Estimated Project Costs 12 Summary of Estimated Foreign Exchange Costs by Categories 13 Project Cost Contingency Allowances 14 Technical Assistance 15 Forecast of Expenditure and Disbursements CHARTS 1 Structure of the Education System 2 Educational Pyramid 3-4 Implementation Charts MAPS 1 Primary School Enrollment by Sex and Province 1975 2 Location of Project Institutions  PAPUA NEW GUINEA BASIC DATA General Area 475,400 km2 Population (mid-74) 2,600,000 Annual population growth rate (1966-74) 2.6% p.a. Rural population as fraction of total population (1971) 89% Laborforce fully or partially integrated in monetized sector (1971) 330,000 GNP per capita including expatriate group, 1973 US$410 p.a. GNP per capita, local population only, 1973 US$320 p.a. GNP per capita including expatriate group, 1975 estimated US$450 p.a. Educational data Enrollment Gross enr. ratio Adult literacy rate (10 years and above, 1971) 32% Primary schools (Grades 1-6, 1975) - belonging to National Education System 238,300 57% - independent systems 23,000 6% Secondary level education including vocational(1975) 39,900 - - of which High Schools (non-vocational) 28,900 12.3% Post-secondary institutions including vocational(1975) 5,200 - - of which Senior High Schools (non-vocational) 850 0.8% Universities 2,380 0.9% Public expenditure on education (1975 estimate) US$89.5 million - as fraction of total government expenditure 16.1% - as fractio* of GNP per capita 5.6% - per capita US$34 Educational equality Gini coefficients 1/ - primary enrollment rate by province (1975) 0.152 - primary enrollment rate by sex (1975) 0.114 - literacy rate by province (1971) 0.312 1/ A measure of distributional inequality ranging from zero for absolute equity (strict proportional distributiQn of goods) to 1 for absolute inequity (when the distributed goods fall on one member only).  I I 4,  PAPUA NEW GUINEA APPRAISAL OF A FIRST EDUCATION PROJECT Summary and Conclusions i. This report covers the appraisal of an education project in Papua N w,Guinea for which a credit of US$4.0 million is proposed. This would be the first Bank Group assisted project within the eduction sector in Papua New Guinea. ii. The economy of Papua New Guinea is divided into two sectors - monetized and subsistence - between which there is a widening income gap. Although average national per capita income in 1973 was about US$410 p.a., half the population earned an average of only US$130 p.a. The subsistence sector encompasses about two-thirds of the indigenous population. More ef- fective extension services (agriculture and health) and community-based edu- cation are needed to improve living standards. The effectiveness of current efforts in these areas are limited by insufficient trained agents and the lack of a coordinated approach to extension. In the monetized sector, expatriates constitute a majority in the professional and sub-professional manpower cate- gories and even make up as much as one-third of the skilled workers in the labor force. Increased self-reliance requires greater efforts to train in- digenous people to replace expatriates, particularly in teaching and sub-pro- fessional technical occupations. iii. The education system in Papua New Guinea has developed rapidly, with enrollment tripling in the past 15 years. The quality of training is generally high, and strong emphasis has been put on equalization of oppor- tunities, relevance of instruction, and local participation in school adminis- tration. Training programs exist for a large number of specialized skills. Despite these strong points, however, several shortcomings of the system remain. There is a need to increase the capacity of certain institutions for a more rapid replacement of expatriates. Educational opportunities are unequally distributed by geographic location, age and sex. The system of post secondary education is overly complex with a proliferation of small pro- grams and with alternate entry routs. Recurrent costs are excessive, partly due to a high proportion of expatriates, but also due to low enrollments per program. Finally, the relatively high quality of education is partially de- pendent upon the expatriate teachers. As these are replaced there will be a need to augment the intensity of inspection and supervision and to allocate an increasing institutional capacity for in-service training. iv. The proposed education project is designed to help overcome some of these shortcomings within the education sector, to improve the effectiveness of extension services and to help replace expatriates with trained indige- nous personnel. The project would include the following components:  - ii. - No. of additional Grades Student Places (a) Highlands Agricultural Training Institute 11-12 140 (b) Madang College of Allied Health Sciences 11-13 45 (c) Five Rural Vocational Centers post primary - (d) Madang Teachers College (Primary) 11-12 145 (e) Goroka Teachers College (Secondary) 11-13 200 (f) Lae Technical College 11+ 175 In addition, the project would finance a pre-investment study on rural dev- elopment and community training, and technical assistance for educational planning and for establishing a national training council. v. Under the project the Highland Agricultural Training Institute and the Madang College of Allied Health Sciences would be expanded and improved to raise in ten years the proportion of adequately trained agricultural agents from 20% to 50% and meet two-thirds of the demand for Health Extension Officers. The proposed assistance to five rural vocational centers would help introduce adult education courses and provide supervision and advisory services to other nearby vocational centers. Rural development efforts would also be addressed by the proposed expansion of the Madang Teachers College which would increase the graduation of primary teachers for the least de- veloped areas. Two project components focus on the replacement of expatriates with trained indigenous personnel. The proposed expansion of the Goroka Teachers College would over a 10 year period replace some 1,000 expatriate teachers in high schools, vocational centers, and technical colleges. The proposed expansion of Lae Technical College would increase the annual output of middle level technicians from 130 to 210 in order to reduce the heavy reliance on expatriates in this area. The preinvestment study on community training would help prepare a strategy and projects in non-formal education in support of rural development efforts. The proposed technical assistance to the Department of Education would focus on school mapping and physical plan- ning to help achieve a more economical and equitable distribution of schools. The technical assistance to the Department of Labour and Industry would assist in the proposed establishment of a National Training Council to rationalize the system of technical and industrial training. vi. The total project cost is estimated at US$7.4 million with a foreign exchange component of US$4.2 million. The proposed credit of US$4.0 million would finance 95% of the foreign exchange component. vii. A Project Management Committee with representatives from the Depart- ments involved in the project would be established to oversee and guide pro- ject implementation. Implementation would be administered by an existing Office of Project Coordination in the Department of Finance which is respon- sible for externally financed projects. Civil works would be designed and supervised by the Department of Transport, Works and Supply for all items  - iii - except Goroka Teachers College which would be designed and supervised by the University's construction unit. The Office of Project Coordination has been strengthened with staff specifically responsible for this project. The project is in an advanced stage of implementation and construction of some project institutions has started. Retroactive financing of civil works expendi- ture is therefore recommended up to US$200,000. viii. Contracts for civil works and furniture would, except as provided below, be awarded on the basis of competitive bidding advertised locally following procedures which are acceptable to the Association. Foreign firms and locally established foreign firms would be allowed to participate. Civil works contracts costing less than US$65,000 in each contract and aggregating a maximum of US$275,000 equivalent may be awarded on the basis of negotiated contracts and construction works not exceeding the aggregate amount of US$250,000 equivalent may be carried out by force account. Equipment con- tracts over US$50,000 equivalent would be awarded on the basis of interna- tional competitive bidding in accordance with Bank Group guidelines. Domestic manufacturers would be allowed standard preferences. Equipment and furniture purchases which cannot reasonably be grouped to form bid packages estimated to cost at least US$50,000 equivalent could be awarded without prior Bank approval on the basis of competitive bidding advertized locally following government procedures which are satisfactory to the Association. Books would be purchased directly from authorized distributors after negotiations for discounts. In addition, miscellaneous items, not exceeding US$10,000 in each contract and aggregating a maximum of US$100,000 could be purchased on the basis of three price quotations. ix. The proposed project provides a suitable basis for an IDA credit of US$4.0 million to the Government of Papua New Guinea on standard IDA terms.  I  PAPUA NEW GUINEA APPRAISAL OF A FIRST EDUCTION PROJECT I. INTRODUCTION 1.01 This report presents the findings of a mission 1/ which visited Papua New Guinea (PNG) during March/April 1976 to appraise an education pro- ject. The proposed project includes nine items which fall under the follow- ing headings: (a) rural oriented training_ (b) teacher txa4.angj {c} teech- nician training; and (d) planning and studies related to the education sector. The project was prepared by the Government following the visit of a Bank Group preappraisal mission in October/November 1975. II. NATIONAL DEVELOPMENT AND ISSUES Socio-Economic Background 2.01 Papua New Guinea has considerable potential for development due to its natural resources but it will need to close wide social, economic, and regional disparities to fulfill this promise. It must forge a viable nation out of geographic, cultural and linguistic fragmentation. The country extends over an area of 480,000 km2 and its rugged terrain and multi-insular character make communications difficult. Only 11% of the 2.7 million population lives in towns; the rest is dispersed among 12,000 often isolated rural villages. The overall population density is only 5.7 persons per km2 ranging from 0.8 (Western Province) to 22 (Chimbu Province). In 1971 about 50% of all adults spoke vernaculars only (of which there are about 700); 43% were able to speak Pidgin, 20% English and 9% Motu. The education system is well developed, but of recent origin. The stock of educated people is therefore small: In 1971 the adult literacy rate was 30% (Annexes 1 and 2), only 11% of the labor force had completed primary education, and of 2,500 persons in the professional manpower category only 100 were indigenous (Annex 3, line 7). 2.02 The economy has a dual structure consisting of a rapidly expanding monetized sector 2/ and a large, sluggish subsiste ee seetor, There is a great and widening gap in per capita income between the two sectors. Per capita income in 1973 was about US$410 for the entire population including the high 1/ Messrs. 0. Bergman (general educator), A.S. Naimie (architect), and Mrs. T. Tiglao (population/health education specialist). 2/ For a more comprehensive discussion of the economy refer to "Papua New Guinea: Economic Situation and Development Prospects," April 19, 1976 (green cover).  - 2 - income expatriate group. Among the local population alone the per capita income was US$320, the 50% lowest of incomes averaging US$130. Further, while GDP grew by 8% p.a. in real term between 1970/71 and 1973/74, the growth was virtually limited to the moreti- sector of the economy , which accounts for over 70% of output and incomes but involves less than half the population. Per capita income of the local population increased about 3% p.a. 2.03 The subsistence sector represents less than 30% of GDP but encom- passes about 70% of the population. The predominant subsistence activity is farming which is usually done with only crude hand tools and without draught animals. In most areas, rain is plentiful but fertilizers and pesticides are little known and shifting cultivation predominates. Most farm families have begun to grow some produce for sale, but this has not yet improved living standards. Malnutrition occurs for two reasons: (a) traditional staple foods (mostly root crops) are unvaried and low in protein; and (b) techniques to store root crops are little known by farmers. There is thus scope for improv- ing subsistence life by effective extension services and community education. Extension Services 2.04 The agricultural extension service has, for two reasons, made rela- tively little impact on subsistence agriculture despite adequate quantitative staffing (one agent per 135 farm families). First, most extension agents were concentrated in districts with predominantly cash crop agriculture. Since 1972 they have been redistributed on a more equitable basis. Second, the average professional standard of the extension worker is low and the majority have only primary education. As many of these workers are already being rejected or bypassed by farmers in more developed areas, the Department of Primary Industry (DOPI) plans to replace this level of staff with better educated Rural Development Technicians. 2.05 Health services. Compared with many countries with a similar over- all level of development, Papua New Guinea has inherited a relatively well- developed and broad-based public health system. It has one of the lowest ratios of doctors to population (1:13,700) but compares favorably with other developing countries in the ratios of paramedical staff and hospital beds to population. Geographical disparities in health services still exist; the population per hospital bed varies from 90 (New Ireland Province) to 460 (E. Highlands Province), (Annex 2). Although there has been a decline in the portion of total government expenditures allocated for health - 15.6% in 1960/61 to 8.0% in 1974/75 - the Department of Public Health (DOPH) budget has increased from K 8.8 million 1960-61 to K 24.3 million in 1974-75, an average annual increase of 7.5%. Health services have thus been given a high priority. 2.06 Health services are provided by a network of 1,640 aid posts, 144 health centers, 217 sub-centers and 21 district hospitals. Aid posts are manned by orderlies who serve an average of 1,500 people and have, for the past  -3- 25 years operated on the "barefoot doctor" concept 1/. Aid posts are super- vised from the health centers 2/ which in turn cover on the average 11 aid posts and 17,000 people each. A health extension officer runs each health center, supervising a team of nursing personnel, dental therapists and other supporting staff. Because the training of the aid post orderly is limited (one year post grade 6) the quality of the primary health care depends largely on the supervision from the health centers. 2.07 Increasing emphasis has been placed on extending health care deli- very to rural areas and on keeping it responsive to community wants and needs. The 1974-78 National Health Plan, proposes further expansion of community- based health services in rural areas with increasing reliance on paramedical personnel. The direction of the plan is towards equalization, decentraliza- tion and simplification (para 2.11), with reduced emphasis on expensive urban facilities, training of doctors and use of expatriates. An increased expenditure on health improvement programs (disease prevention, health education and medical training) is proposed (22% of health budget in 1973-74 to 30% in 1978-79). The number of health centers would be increased by about six yearly. Manpower Requirements and Supply 2.08 Because the formal education system developed only recently, output of professional, sub-professional, and skilled manpower has lagged behind demand. The labor force has therefore depended heavily on expatriates, per- centages of whom are high in these categories as shown by the 1971 census: 96%, 83%, and 36%, respectively (Annex 3). Since 1971 the number of nationals has increased steadily, but expatriates are still in the majority in the pro- fessional and subprofessional categories. 1/ The "barefoot doctor" concept is the utfIlzit6rn of-local-level workers recruited by and from the community they serve and given some training to provide simple community based health services under the supervision of better qualified personnel. The services include first aid, treatment of common illnesses (often without diagnostic tests) and basic preventive care such as immunization and health education. 2/ Health centers have the equipment and facilities of a small hospital with an average of 30 beds and provide curative, preventive and promo- tive health services. Difficult cases requiring for instance major operations or laboratory diagnosis are referred to hospitals.  - 4 - 2.09 The monetized sector can absorb only a small fraction of the labor force and migration to towns 1/ by unskilled persons and school leavers has made the lack of jobs in the monetized sector more acute. Assuming an economic growth rate of 5% p.a. during 1975 to 1985 only 13,000 new jobs would be created annually in the monetized sector(Annex 3 line 6). This may be com- pared with a projected annual growth in the labor force of 52,000 persons or with an annual growth of the educated labor force (Grade 6) of about 30,000 (1980). This points to the need for a type of education which does not alienate the child from its rural community, but encourages self employment within the community. 2.10 Projections of manpower requirements by level of qualification are tentative due to the uncertainty about future patterns and amount of invest- ment. Even the replacement of expatriates does not provide a suitable basis for estimating local manpower needs because the present levels of skill re- quired for occupations is based on Australian standards and may be adjusted to levels more appropriate to Papua New Guinea. This could reduce the effec- tive demand for certain groups of manpower and increase it for other groups. However, it seems that present shortages of qualified local manpower may give way to surpluses after one decade. Projections by the Central Planning Office (CPO) based on a growth assumption of 3% p.a. for the monetized sector labor force, indicate that during 1971-85, the supply of professional and semi- professional manpower may fall short of target (17,200 persons) by less than one thousand persons although this target includes a substantial replacement of expatriates (8,400, see Annex 3). Once expatriates have been replaced the supply seems to exceed the demand. Development Strateg 2.11 Thus far, the only economic policy statement by the Government is the "Eight Point Improvement Plan" of 1972. This Plan serves as a statement of economic ideology with its emphasis on: (a) equal distribution of economic benefits; (b) decentralization of administration; (c) national self-reliance; (d) increase in locally raised revenue; (e) equal participation of women; (f) increase in the proportion of economy controlled by nationals; (g) small-scale artisan activity; and (h) necessary government control and involvement. However, it does not spell out programs for implementation and the Government has yet to define a strategy to address either the near or intermediate term problems. To rectify this, the Central Planning Office is drafting a White Paper on the nation's development for consideration by the Cabinet. The pro-- blems facing the country (dominance of the subsistence sector, unemployment in the modern sector, rural-urban migration) suggest that the Paper will focus primarily on rural development. However, strong proponents of the industrial- modern sector could influence the direction this policy paper takes. 1/ Between the 1966 and 1971 Censi, urban population increased 16.4% p.a.  2.12 Decentralization of government activity is an important element in the Eight Point Plan intended to channel more spending into underprivileged regions and base development programs on local needs (paras 2.04 and 2.07). Greater self-reliance would also mean increasing efforts to replace expatriates wi,h qualified local persons, i.e., "localization". In financial terms, this would mean controlling expenditure, expanding the local revenue base to re- place external subsidies, and increased emphasis on local production and marketing for import substitution. Within this context overall growth for the next five years is expected to reach some 5-6% p.a. in real terms in the monetized, and 1% p.a. in the subsistence sector. Levels and sources of financing for required investments have not yet been determined. Implications for Education and Training 2.13 Formulating the Eight Point Plan into a coherent strategy for national development requires decisions on development programs, investment priorities and coordination of government administrative machinery (para 2.11). Firm commitment to and -implementation of the rural development strategy and programs likely to emerge will place important new demands on the education and training system. 2.14 The best prospects for immediate improvements rest with the agri- culture and health extension services because of their already existing extensive infrastructure (paras 2.04-06) These extension services urgently need to be improved with more knowledgeable and properly trained agents. Concrete proposals exist for the expansion and upgrading of agricultural and paramedical staff training and immediate attention should be given to these (para 3.14-15). A fundamental reorganization of the various extension serv- ices currently available in rural areas would thereafter permit a sustained attack on rural development problems. 2.15 Community-based education should receive priority due to the important role it could play in increasing farmer awareness of the develop- ment process. Various community-based education and training programs cur- rently undertaken by government agencies (Departments of Primary Industry, Education, Public Health, Business Development, and Labor para 3.20) need to be reformulated within integrated rural development programs and more closely coordinated. 2.16 As the monetized sector can absorb only a small proportion of the growth in labor force (para 2.09), and about 70% of the labor force is fully or partially dependent on subsistence income, self-employment would be a major means for improving living standards. Until integrated rural development programs and comprehensive community-based training programs are formulated rural vocational training centers (para 3.09) seem to have the best potential for promoting self-employment. 2.17 For the formal education system the Eight Point Plan means conti- nued emphasis on: (a) localization to reduce reliance on expatriate personnel, (b) female participation in education (para 3.03); (c) services in less developed areas; and (d) wide participation in school management.  - 6 - III. EDUCATION AND TRAINING SECTOR I/ Summary Evaluation and Key Issues 3.01 Papua New Guinea has achieved a well developed education system in many respects. Virtually all children may have access to primary schools within two decades; local participation in school administratiion is strong at all levels; quality is generally high; and attention is given to relevance of content and toa eqal ization of-opportunitites. The following seem to be the main issues that should be addressed by the Government. (a) Educational opportunities are unequally distributed by geo- graphic location, age and sex. The Government has accorded high priority to the equalization of opportunities by region (para 3.07) but has neglected disparities by age and sex. Ef- forts within rural development, adult and out-of-school education are poorly coordinated and receive low priority in financial allo- cations (para. 3.20). A large portion of girls (56%) do not attend primary schools, a fact which is due more to parental attitudes than lack of schools (para. 3.03-04). (b) The system of post-secondary education is overly complex with a proliferation of small scale training programs and alternate entry routes (para 3.19 and Chart 1). The Government should rationalize the system by consolidating and standardizing teaching programs. (c) PNG employs a high proportion of expatriates in the labor force. This has helped to achieve high standards of work but has also contributed to high costs, rapid turnover of staff and sometimes to insufficient understanding of local requirements. The Government accords high priority to replacement of expatriates by local per- sons, or "localization". Localization is particularly urgent in the case of teachers and technical manpower at sub-professional and skilled worker levels (para 2.10, 3.12 and 3.18). (d) A large proportion of civil servants will be young and inexperienced due to rapid localization and expansion of the Government service in the period 1975-85. Under these circumstances the Government needs to adopt special measures to maintain the standard of its services. The Government should (i) maintain a high level of in- spection and supervision, (ii) allocate an increasing institutional capacity for in-service and re4training courses, and (iii) give particular attention to the staffing of training institutions. The costs of these actions would be small compared with the savings generated by the localization programs (para 6.01). 1/ See Appendix 1 for a more detailed description and analysis.  - 7 - (e) Another area of major concern is the high recurrent costs per stu- dent at all levels of education. Increased localization, fewer institutions and larger class sizes will eventually reduce costs. However, since local teachers and administrators,are also paid at high rates, recurrent costs will still remain excessive. The problem will thus continue for sometime despite localization, economies of scale and Government efforts to restrain further salary increases (para 3.21). Structure and Characteristics 3.02 Formal education and training in Papua New Guinea consists of the primary stage (Grades 1-6) and the secondary stage (Grades 7-10), followed by a complex system of post-secondary and higher education 1/ (Charts 1 and 2). The efforts of most church agencies have been integrated with those of the Government to form a National Education System. 2/ The Department of Educa- tion (DOE) bears the main responsibility for education, but several other departments provide formal and non-formal training within their respective fields. Local participation in education administration is strong. Each school subject matter has a managing board which may adjust and approach to local needs and attitudes. Further, local government councils and provincial education boards have their respective administrative and financial respon- sibilities. (Local councils provide and maintain primary school buildings). Levels and Types of Education and Training 3.03 Primary schools within the National Education System enrolled 244,000 pupils in 1975, 69% and 44% of the respective male and female age groups. Until 1965 expansion was rapid but has since averaged only 2.7% p.a. (Annex 4). The declining growth is apparently caused by parental attitudes towards female education as Grade 1 enrollment in many districts has reached close to 100% for boys but has stablized at about 50% for girls. Girls are particularly under-represented in Enga, E. Highlands, W. Highlands and Chimbu provinces where enrollment ratios range from 15% to 28% (Map 1). Classes are coeducational, but most teachers (78%) are male. Internal efficiency has improved rapidly. The proportion of entrants completing primary school increased from 39% between 1961-66 to 72% between 1970-75. Educational opportunities simultaneously became more evenly distribuLted. The Gini co- efficient-which is a measure of distributional inequity-thus improved from 0.26 in 1970 to 0.15 in 1975. Schools are established upon the initiative of local communities without prior planning by the Provincial authorities. In sparsely populated areas schools economize by omitting new intakes certain years. Multiple grade classes, which would be reasonable under the circums- tances, are usually not organized. 1/ There are two universities, two senior high schools, 11 primary teacher training colleges and at least 25 other institutions with grade 10 entry requirement. The average enrollment among the latter is as low as 60 students. 2/ Only two church agencies still operate schools outside the National System. Their joint enrollment is about 10% of the National System enrollment.  - 8 - 3.04 Primary education in PNG has many strengths: widespread use of school radio, good local mathematics and science curricula with supporting materials, and intense supervision by school inspectors. Problem areas, apart from those caused by the physical isolation of many schools, primarily relate to: (a) poor attendance among girls; (b) language of instruction-- children are taught in English although this is used in less than 3% of the homes; 1/ and (c) cultural differences between "traditional" and "modern" societies which make it difficult to devise relevant curricula. Serious efforts should be made to promote female participation by increasing the pro- portion of female teachers in rural areas, strengthening community links by the use of local teachers who may be more easily accepted by the parents (para 3.10), using radio programs to promote positive attitudes towards female education, and planning the location of schools more systematically. Increasing the number of female teachers in rural areas would serve to demonstrate that salaried employment is available to females and also for social reasons make it more acceptable for parents to send their girls to school. 3.05 The 1975 Education Plan suggested that Grade 1 enrollment should be expanded from 68% in 1975 to 85% in 1980 and 95% in 1985. However, upon closer examination, these figures were found to be overly optimistic and the Department of Education now plans on an enrollment ratio of 85% in 1985. This revised goal seems attainable but requires deliberate actions to en- hance female education. The Plan also suggested-an increased use of local languages in primary schools, but this reform was shelved by a Cabinet decision, reportedly for fears that it would contribute to fragmentation of the nation. However, a viable solution to the language problem should continue to be a major policy issue. 3.06 Second level education has been expanding at a rate exceeding 11% p.a. (Annex 4). It is provided by 88 high schools (30,500 pupils, of which 1,600 are of non-PNG origin), 94 vocational centers (5,400 pupils), 10 "Skulanka" (about 600 pupils in a grade 7-8 program of vague vocational character), 9 technical colleges with Grades 9 and 10 (2,500 pupils), and some 2,500 places in various other vocational programs. Social demand for secondary education is great although graduates are beginning to experience difficulties in finding employment. 3.07 High schools (Grades 7-10, Forms 1-4) provide a two-stage educa- tion in which 60% continue after Grade 8. Entry is based on a quota system whereby places available in a province are distributed on a pro rata basis to primary schools within that province. Opportunities for secondary edu- cation have thus been equalized within each province, but wide variations between different provinces remain. Nationally about one-third of all grade 6 levels continue in grade 7. Curricula are well-balanced and schools are required to grow or earn part of their food supplies. Main problems are due to; (a) a turnover rate among the 66% expatriate staff exceeding 20% p.a.; (b) wide variation in educational attainment of entrants, which is partially 1/ Source: Population Census (1971).  - 9 - a consequence of the quota system; and (c) difficulties in defining a rele- vant curriculum when a steadily increasing proportion of school leavers is unable to find further training or wage employment. This is particularly acute for grades 7-8. 3.08 The 1975 Education Plan proposes to open 34 new high schools before 1980, which would increase grade 7 enrollment from 10,100 to 13,300. This is partially in order to meet the social demand for secondary education, but primarily to keep educational opportunities for Grade 6 leavers equal as pri- mary enrollments grow. Thereafter expansion would be curbed to avoid even more serious employment problems. The proposed moratorium on secondary expan- sion is commendable, but will probably be difficult to implement. It may be more effective to reduce the initial expansion rate and to achieve part of the equalization of opportunities by abolishing the strict provincial limita- tion which was only recently imposed on the recruitment to high schools. A wider than provincial recruitment for boarding schools would also assist in building a national identity. 3.09 Rural Vocational Centers (Post primary) provide practical training in agriculture and a variety of technical skills such as sheetmetal work and carpentry to about 5,400 primary school leavers. There is no standard curri- culum and each of the 94 centers offers a one or two year course according to the needs of the locality and in agreement with its Board of Management. The training emphasizes practical experience in production and management with a minimum of formal classroom instruction focussing on bookkeeping and functional literacy. The centers are expected to assist the trainees to establish them- selves as farmers or artisans in their communities. Each center is also ex- pected to cover its own operating costs, excluding instructor salaries, from its own production. At present 56% of the staff are expatriates but local staff, primarily technicians and agricultural extension staff, are being trained in a special one-year course at Goroka Teachers College. In addition, selected instructors are trained as managers for the centers in a three-month course at Port Moresby Teachers College. Some centers have successfully trained students in practical skills and assisted the placement of graduates in self-employment. Other centers have had poor management and have not given sufficient assistance to the trainees after the course. 3.10 Primary teacher training (Grades 11-12) is conducted in nine col- leges, seven of which are run by church agencies, with a total enrollment of 2,140 trainees and an annual output of 900 in 1975. The overall capacity is 2,400 places, of which 200-300 are set aside for in-service training of teachers (Annex 5). The quality of primary teacher training is fair, and problems primarily relate to: (a) frequent staff changes (85% expatriates); (b) difficulties in preparing a culturally and linguistically varied group of students for "community oriented" teaching; and (c) selection of trainees which is based solely on achievement and disregards the need for more more trainees from the less developed areas. A staff development program, includ- ing local and foreign training, addresses the first problem area, but due to lack of candidates it will probably take more than a decade to replace the expatriates. A revision of the recruitment procedures could address the other  - 10 - two problems: The Government should recruit trainees from their probable area of future service (most teachers will, during next decade, be posted to the Highland areas) (see Map 1). In addition, priority should be given to fe- male applicants (para 3.04). 3.11 The revised primary enrollment projections (para 3.05) require only moderate capacity expansions. The DOE plans on an expansion of existing in- stitutions by 240 places before 1985, half of which is to be achieved by 1978. 3.12 Secondary teacher training is provided by the University of Papua New Guinea at the main campus in Port Moresby (degree level) and at Goroka Teachers College (diploma level). The output of degree teachers is small and will be of little significance to high schools during the early eighties. For the forseeable future degree graduates will be absorbed by post-secondary institutions and into administrative posts (Annex 6, lines 27-28). Goroka Teachers College has an enrollment of 430 and an output of 135 diploma level teachers (1975). The following courses are offered: (a) three years post- grade 10, (b) two years post-grade 12, and (c) one year for vocational or technical subject trainees with adequate subject background. The quality of the training is good but courses are organized with free subject options which has led to small class sizes, less desirable subject combinations and uncom- fortable timetabling for the students with periods scattered throughout the day. A reorganization of the curriculum to a fixed subject combination sys- tem would resolve these problems and raise the student/teacher ratio from 11 to 15. This would reduce the unit costs which are high, K 2,800 p.a. 3.13 The main challenge faced by the College is to localize the second- ary teacher force in the shortest possible time without undue lowering of pro- fessional standards. The urgency is caused by the high cost to PNG of its more than 1,100 expatriate secondary level teachers, and the disturbance caused to schools by frequent staff changes. At the current rate of output, and with the projected secondary school enrollment (para 3.08), the teaching force would not be localized until about 1990 and 6,000 man-years of expa- triate services would be required. To meet this challenge the Government plans to increase the capacity of the College to 630 places. In addition a one-year course to convert primary teachers to secondary school teachers (Chart 1) should be established at Goroka from 1977. After only a year, this would increase the output from the college and would provide a broadly oriented teacher for secondary schools. The projected supply and demand of secondary teachers is illustrated by Annex 6. 3.14 Agricultural Extension Training. At present, there is a three- tiered organization for agricultural extension staff: - Rural Development Assistants (RDAs) - 64% of the field staff, most of whom have only primary education and no agricultural training; - Rural Development Technicians (RDTs) - 24% of the field staff, who have a two-year Certificate training (Grades 11-12) at the Highlands Agricultural Training Institute (HATI) or the Popondetta Agricultural Training Institute; and  - 11 - - Rural Development Officers (RDOs) - 12% of the field staff, which have either three years Diploma training at Vudal Agricultural College (Grades 11-13), or a university degree. In March 1975, a comprehensive report on agricultural education and training 1/ was submitted which proposed a reorganization and simplification of the pre- sent structure. A major recommendation, which has been accepted, is to eliminate the RDA level and introduce a two-tier organization of RDTs and RDOs (para 2.04). Existing RDAs would be gradually retired or, where possible, upgraded with the ultimate objective of providing- six RDTs for each RDO. Since RDAs generally received no systematic training their replacement with RDTs would require an expansion of the existing training, program as shown in Annex 7a. Another strong recommendation of the report was to admit staff for training as RDOs only after a period of field experience as RDTs (Chart 1), rather than selecting secondary school students for immediate training at the higher level as at present. This recommendation, which is being implemented by the Government, is expected to (a) improve the quality and relevance of the Diploma training as all trainees would have a better understanding of their future tasks; (b) improve the promotional structure for certificate level staff; and (c) simplify the training system and simultaneously allow for adjustment of Diploma level outputs at shorter notice. 3.15 Public Health and Medical Training. Papua New Guinea has a well developed system of medical training. The system isludes training of: (a) doctors and dentists at the University; (b) extension officers and ins- pectors, registered nurses, technicians, and therapists at two Colleges of Allied Health Sciences; (c) nurses and nurse aids at nine church and two government institutions; and (d) aid post orderlies at 14 training centers. The quality of the training is generally good and training capacities are adequate, except for doctors, Health Extension Officers, and Health Inspectors. Prospects for improving health care lie primarily at the paramedical level (paras 2.06-2.07) in which the two Colleges of Allied Health Sciences have a crucial role to play. The Port Moresby College is primarily responsible for registered nurse and post-basic training, while the Madang College is the source of Health Extension Officers (HEOs) and Health Inspectors (HSs). The Madang College is the only institution of its kind in the Pacific and 6% of its capacity is reserved for foreign students. The training programs last three- years with the second year devoted to supervised field training. The training is good considering the College's dilapidated facilities and the difficulties in recruiting qualified staff due to low salaries and lack of staff housing. The curriculum is oriented to the country's health needs and emphasizes prevention of malnutrition and communicable diseases and health promotion. The current admission capacity is 50 HEOs and 20 HIs, and the annual output is limited to 30 HEO and 12 HIs. The high wastage rate, generally 40% during the three years, is partially due to inadequate facil- ities but is also attributable to the high level of integrity and respon- sibility required by the profession. 1/ Agricultural Education and Training in Papua New Guines. Report of the Working Party, Department of Agriculture, Stock and Fisheries, March 1975.  - 12 - 3.16 The projected expansion of the rural health delivery system would require an increase in the number of Health Extension Officers from 150 (1975) to 490 (1985) and Health Inspectors from 60 (1976) to 130 (1985). However, these figures do not include the demand for Health Inspectors for private enterprise which has caused a wastage from civil service exceeding 20% p.a. (Annex 8). To be able to meet these manpower requirements, it would be necessary for the College to double its present admission for HEOs and increase admission for HIs by 30%. However, because of limited number of hospital beds of the Madang General Hospital which are used for the clinical practice, the College cannot increase its intake by more than 25%. At this rate, and assuming normal wastage rates, it would take about ten years for the Department of Public Health to meet the projected manpower requirement for HIs and to supply about 70% of the HEOs. 3.17 Technical Education and Industrial Training (see Annex 9). The needs for skilled workers are being met by a system of seven technical and two secretarial colleges (minimum Grade 8, but increasingly Grade 10 entry). Their enrollments (1975) are as follows: - General studies, Forms 3 and 4 with 40% technical ed. 2,490 - Secretarial (20 - 40 weeks) 590 - Apprenticeships, Pre-Employment Technical Training Arts & Craft, (20 weeks or longer), 1,400 regis- tered, of which released for training: 360 In addition, there are several smaller programs set up by Government Depart- ments and private employers for the purpose of training their own staff in specific skills. The average student/staff ratio in the nine colleges is 14 and the quality of the training is high. Expatriates account for 86% of the staff. At the higher technical level, the University of Technology in Lae is staffed and equipped on a scale likely to be able to meet the needs for graduate scientists and technologists into the foreseeable future. Enrollments amount to 880, and the output was 70 in 1975 and is projected to reach 190 in 1985. 3.18 The only local sources of middle-level technicians are the certi- ficate level courses offered in the Lae and Port Moresby Technical Colleges which have a joint output of 130 p.a. The Port Moresby college concentrates on the needs of the construction industry, whereas the Lae College conducts courses in business studies, electrical, mechanical and civil engineering, and for laboratory technicians. Courses are organized on a block-release basis and attendance for Certificate courses at any one time may, not exceed 210 (1975). Entry is at present open to Grade 10 school leavers or Grade 8 leavers with two years additional technical education in one of the seven technical colleges. In order to produce a sufficient number of technicians and skilled workers and at the same time improve the quality of technician output, the Government plans to: (a) restrict entry to certificate courses to High School leavers (Grade 10); (b) concentrate certificate work at Lae Technical College by transferring the building construction course from Port Moresby; (c) expand and improve the physical facilities at Lae to cater to  -13 - the increased enrollment and quality of the training; and (d) introduce Pre- Employment Technical Training for Grade 8 or 10 leavers in the Technical Colleges, which will be a pre-requisite for entry to indentured apprentice- ships. Sufficient classrooms exist at Lae for this expansion, but additional lajoratories, equipment and books would be required. 3.19 The existing system of non-formal industrial training is complex and uneconomic. Programs and facilities have, in recent years, been set up in a haphazard and uncoordinated manner by both government departments and private employers, resulting in duplication of expeusivi-faeilities, small enrollments per program and consequently excessive costs per trainee. Three Acts of Parliament and two official Governmental Decrees assign responsibi- lities for training and non-formal education to various bodies outside the Department of Education which is responsible for programs conducted in Tech- nical Colleges. In order to provide a mechanism for rationalization, the Government plans to set up a National Training Council that would integrate all non-formal technical training programs with the formal training conducted in the Technical Colleges. 3.20 Integrated Rural Development and Community-based Education. The Government's "eight aims" (para 2.11) place emphasis on rural development and community self reliance. Consistent with this non-formal rural education is promoted by many departments as illustrated by the following examples of current programs: (a) Department of Education: "Community Secondary Education", (b) Prime Minister's Office: "Village Education for Women", and "Village Development Task Force,"; (c) Department of Primary Industry: Adult education through officers posted to live and work in villages; (d) Department of Public Health: Basic education in health, hygiene and nutrition, and (e) Department of Business Development: Small business and industry training. This list illustrates the considerable interest devoted to rural extension services and community training, but there are two major weaknesses, in the approach: There is no integrated approach to rural development work and accordingly, coordination between participating agencies is weak; the financial support for rural development and adult education is inadequate (para 2.14). Education Finance (Annex 10) 3.21 Education expenditures have maintained a fairly constant share of total government spending (16%) but large shifts are occuring between levels. The share of primary education fell from 46% in 1966 to 33% in 1972 while expenditures on tertiary education grew from 8% to 23% of the total. These shifts reflect increasing enrollments at the tertiary level where unit costs are exceptionally high, K 4,500 per student year 1/. High unit costs are a major source of concern for all levels of education in PNG. In the primary school, the cost to the Government for one pupil year is K 90, or 28% of the 1/ This unit cost (US$5,700) may be compared with the average unit cost for University education in Thailand which is about US$600.  - 14 - per capita GNP. Serious efforts should be made to reduce these high unit costs by accellerated localization of teachers, rationalization of the complex system of post secondary education, and larger class sizes. However, unit costs will remain high as long as the salaries for teachers and administrators remain at current levels. (A primary school teacher is paid at a rate of 11 times the per capita GNP, as compared to an average of 6.2 for 13 Asian states. See annex 1) The Government is aware of this problem and in current hearings on indexation of wages is attempting to find ways to reduce the proportion of salaries which is guaranteed against inflation. IV. THE PROJECT 4.01 Summary of Project Items In broad terms the proposed project has two major objectives: (a) to help meet manpower needs in agricultural and health extension, the teaching service (primary, secondary, vocational and technical) and industry (middle level technicians). (b) to support planning and studies essential to the long range develop- ment of education and training in PNG--specifically to find a more comprehensive approach to rural oriented training, to strengthen the planning capability at provincial level (primary school facil- ities) and to rationalize the complex system of industrial training. 4.02 The project items (locations shown on map at the end of this report) would be as follows: Present Additional provision Enrollment Student Boarding Staff Project Component Grades capacity places places houses Rural-oriented trainiiig (a) Highlands Agricultural Training Institute, DOPI 11-12 60 140 140 28 (b) College of Allied Health Sciences, Madang, DOPH 11-13 120 45 64 12 (c) Five Rural Vocational Centers, DOE (7) 300 - - - Teacher training (d) Madang Teachers College (Primary), DOE 11-12 300 140 140 5 (e) Goroka Teachers College (Secondary), (UPNG), DOE 11-13 430 200 180 16 Technican training (f) Lae Technical College, DOE 11+ 170 175 0 8  - 15 - In addition the project would finance a preinvestment study on rural com- munity training (CPO) and provide technical assistance for educational ;lan- ning (DOE) and establishing of a National Training Council (DOLI). 4.03 The Government would monitor the efficiency of the training insti- tutions with a view toward adjusting their curricula to the needs of the country. Because of scarce local resources for such work this would be limited to: (a) annual data on the number of applicants, acceptances, enroll- ments by year of study and outputs, and (b) selected tracer studies where results are expected to have essential implicalioUn.-r-the training program. During negotiations the Government provided assurances that it would maintain a monitoring system and that it would provide the Association with annual summaries of its findings during project implementation and three years thereafter. Tracer studies would be conducted for the Health Inspector training (para 3.16) and the Rural Vocational Centers. Rural oriented training 4.04 Highlands Agricultural Training Institute (HATI), Mt. Hagen - (Estimated Cost US$0.75 million). The objective of the project is to help replace untrained extension agents with certificate level staff (para 2.04). The proposed project would expand the capacity of HATI from 60 to 200 student places. It would finance student and teacher accomodation, a community hall and minor expansions to teaching areas. An additional benefit of the expanded student accommodation would be that the College could begin to admit female trainees which is essential as farming is mostly done by women. Economies of scale would reduce unit recurrent costs about 40% from K 5,900 to about K 3,1O00 Staff localisation will in due course lead to further reductions. The College is adequately equipped and the quality of the training is good. Training concentrates on smallholder and subsistance agriculture but includes also plantation agriculture. An important part of the curriculum is training in rural development work, emphasizing problem identification, planning, deci- sionmaking and resource mobilization. A nutrition survey forms part of this practical field training. A home economics course would be introduced, for which FAO is providing technical assistance but there would be no difference between the training of female and male extension agents. Because of the large amount of practical and individual instruction (rural development course) a student/staff ratio of about 12 would be necessary. 4.05 A consequence of the proposed expansion of HATI is that the prac- tical training now provided to the Vudal trainees at a field camp next to HATI must be arranged elsewhere. Solutions to this problem are available. The increased ouLput of RDTs would lead to slightly reduced outputs of RDOs (Annex 7). During negotiations the Government gave assurances that the Vudal field course would be relocated. It also provided evidence that the Diploma training (RDO) was being reorganized to a one year post certificate (RDT) program as proposed by the Agricultural Training report (para 3.14).  - 16 - 4.06 College of Allied Health Sciences, Madang (Estimated Cost US$0.97m). The proposed project would strengthen the present training program and in- crease the enrollment capacity of the College in Madang from 120 to 165 places. This is the maximum feasible expansion because of constraints on the number of available hospital beds for clinical practice (para 3.16). The project would finance: (a) construction and remodelling of an administrative building cum library, classrooms, audiovisual building, student accommodation and staff housing; (b) training equipment and materials; and (c) three man-years of ad- visory services, three and a half man-years of foreign and six man-years of local fellowships for curriculum improvement and staff development, As a result of this project, the College is expected to attract better students, improve the quality of its training program and improve the completion rate of entering student from 60% to about 80% (para 3.15). This, together with economies of scale, would reduce the annual recurrent cost per graduate by about 35% from K 3,250 to about K 2,500. 4.07 During negotiations the Government provided assurances that it would increase the established teaching posts from 19 to about 30 (including Kainantu, Okapa and Bogia Community Health Practice Centers) and make the salaries of the teaching staff comparable to those of teachers in other post secondary educational establishments. 4.08 Rural Vocational Centers (Estimated cost US$0.28 million). The proposed project would provide three man years of technical assitance, addi- tional equipment and travelling costs for an experimental program at five of the best managed vocational centers. The purpose of this assistance would be to find ways to improve the effectiveness of the country's 94 vocational centers (para 2.16). On an experimental basis the five centers would be strengthened and reorganized in order to (a) involve other Government agen- cies concerned with rural development; (b) introduce adult education courses; (c) assume responsibility for supervising the other centers in their respec- tive regions; (d) provide extended training to the best vocational trainees to create a core of particularly skilled farmers and craftsmen; and (e) pay more attention to follow-up of trainees. The centers would supply additional tools and equipment to neighbouring vocational centers as needed and assist the organization of an effective program of follow-up support for trainees who have returned to their communities. The project would bring in rural adults who are now excluded from skill training and who sometimes resist innovation by the adolecents trained in the centers. The project would be evaluated for possible expansion to other centers (para 4.15). Teacher Training 4.09 Primary Teacher Training (Estimated cost US$0.63 million). The proposed project would expand M.4adang Teachers College by 144 places (from 296 to 440) with the objective of increasing the teacher supply in areas where enrollment ratios are particularly low. The project would increase the overall primary teacher training capacity from 2,400 to 2,540 places. It would finance student accommodation (2/3 female), staff housing, a library, additional equipment and books. It would also provide modifications to  - 17 - existing buildings and new furniture in order to reduce recurrent costs by permitting an increase in student/teacher ratio. Instead of a fixed class size of about 25, varying group sizes (15, 30, 120) would be used. As a result, it would be possible for the College to provide good quality training at a student/ tutor ratio of about 17. The norm for primary teacher training in PNG is 15 at present. The College participates in an "Associateship Scheme" for localization of staff which includes on the job training and foreign and local fellowships. 4.10 During negotiations the Government gave assurances that it would revise the recruitment procedures for primary teacher training to encourage representation of female trainees and trainees from the less developed areas most in need of teachers (para 3.10 and Map 1). 4.11 Secondary Teacher Training (Estimated cost US$1.16 million). The objective of this project item is to replace the expatriate teachers in secondary level institutions before 1986 in order to save foreign exchange and reduce staff turnover. The financial saving to PNG would well exceed the required investment (para 6.01). The project would finance an expansion of Goroka Teachers College by 200 places from 430 to 630 places and introduce a one-year secondary conversion course for primary school teachers (para 3.13). It would provide boarding facilities, staff housing, a multipurpose building, library books and some equipment. The college would provide the following diploma courses for secondary level teachers: Entrance requirement Duration Enrollment Output Teaching duty 1. Grade 10 3 yrs 510 150 p.a. High schools 2. Primary teachers certi- 1 yr 60 56 p.a. High schools cate (Grade 12) plus (preferably one year's teaching Grades 7-8) 3. Adequate technical or 1 yr 60 56 p.a. RVCs, Technical agricultural background and Secretarial (usually corresponding Colleges, and to Grade 12) High Schools Total 630 262 However, if the Government manages to limit high school expansion to 43,000 places (as proposed in the 1975 Education Plan), outputs would have to be scaled down just after 1985 (Annex 6). There would be no difficulties in using the available capacity for other purposes e.g. primary teacher training. (See Annex 6 for projections of teacher requirements). 4.12 The curricula would be reorganized to a fixed subject-combination system devised to suit the needs of the secondary schools (para 3.13), and the college would have the final responsibility for student acceptance. As a result of the reorganization of the course structure, the College would  - 18 - be able to operate at a student/teacher ratio of 15 instead of current 11. During negotiations and the Government gave assurances that it would implement the one year primary-secondary conversion course (para 3.13). Technician Training - Lae Technical College (Estimated cost US$1.50 million) 4.14 The objectives of this project component are to: (a) reduce the number of expatriate middle level technicians in industry, commerce and government; (b) cater for an increasing demand for this level of personnel; and (c) relocate the building certificate courses from Port Moresby to Lae. The total yearly output of technicians would be increased from 135 (1975) to 210 (1980) (Annex 9). Enrollment at Lae would increase by about 175 due to the certificate courses. The overall capacity of the College would reach about 900 students compared with the current enrollment, including Pre Employment Technical Training, of 585 (1975). 4.15 The project would provide a new laboratory block, staff housing, workshop and laboratory equipment (to service the Technician Certificate courses) primarily in the engineering and building construction fields and library books. Eight man-years of specialist services would be included for installing and commissioning the equipment and for introducing improved curricula and teaching methods in building, electrical, mechanical and civil engineering. The freed capacity at Port Moresby Technical College would be used for increased training of skilled workers (para 3.18). Planning and Institution Building 4.16 Integrated Rural Development and Community-Based Training (Estimated cost US$0.16 million). The proposed project would finance a pre-investment study of existing community-based training programs and government services. It would seek to identify a strategy for the reorganization, integration and support of these two elements in order to promote rural development (para 2.14). The study would form part of a wider technical assistance program (Annex 14), implemented by the Central Planning Office, that would (a) review the Govern- ment's emerging development strategy (as set out in a white paper on the nation's development), (b) formulate workable national development programs (para 2.11), and (c) propose reorganization or modifications to services in support of these development programs. Rural development is likely to be the main emphasis of the White Paper. The proposed preinvestment study of rural development and training would therefore form an essential element of the technical assistance program. The proposed project would finance three man- years of expert services by a rural development economist and an educator. During negotiations the Government provided assurances that terms of re- ference would be acceptable to the Association. 4.17 Policy and Planning Division, DOE (Estimated cost US$0.14 million). The objectives of this project item, which includes 2-1/2 man-years of tech- nical assistance, are to help (a) introduce a more coherent system of physical facility planning in PNG (para 3.03), and (b) undertake a mid-term review of the 1975-80 Education Plan. Expert assistance would focus on planning proce- dures at provincial level where more active and systematic approaches are  - 19 - needed including primary school mapping. The assistance would help establish national planning norms, carry through a training program for provincial officers in, and supervise the introduction of, rational planning procedures in the provinces. Expert assistance would also help assess policy decisions and progress made within the Education sector since 1975. This assistance should contribute to the preparation of the next education plan and help identify priority areas for future investments. It should be coordinated with the Integrated Rural Development Study. 4.18 Natianal training Counrcil (Estimated c-ost US_Q.i1 million). The Government is planning to enact a new Industrial Training Act in order to (a) rationalize existing training programs (para 3.19), (b) create incen- tives to employers to increase their involvement in the apprenticeship scheme, and (c) deal efficiently with future training needs. This Act will: (i) re- place the three existing pieces of legislation dealing with training, (ii) set up a National Training Council, and (iii) establish a system of levys and grants which would distribute the cost of training more equitably among em- ployers. To assist the Government in achieving these objectives, the project would finance 2 man-years of technical assistance for an Industrial Training Adviser. During negotiations the Government provided assurances that it would consult with the Assocciation on the implementation of the findings.  - 20 - V. PROJECT COST, FINANCING AND IMPLEMENTATION Cost Estimates 5.01 The estimated costs and foreign exchange components of the proposed project are given in Annexes 11 and 12 and summarized below: Kina (thousand) US$ (thousand) Department of Primary Industry Local Foreign Total Local Foreign Total Agricultural Training (1) 365 230 595 455 290 745 Department of Public Health: Paramedical Training (1) 320 270 590 400 340 740 Technical Assistance 20 165 185 25 205 230 Sub-Total 340 435 775 425 545 970 Department of Education: Rural Vocational Centers (5) 55 55 110 70 70 140 Primary Teacher Training (1) 245 260 505 305 325 630 Secondary Teacher Training(1) 450 475 925 565 595 1,160 Technician Training (1) 410 440 850 510 550 1,060 Technical Assistance 60 535 595 75 665 740 .Sub-Total 1,220 1,765 2,985 1,525 2,205 3,730 Central Planning Office: Technical Assistance 10 120 130 15 150 165 Department of Labor and Industry: Technical Assistance 10 80 90 10 100 110 Base Cost 1,945 2,630 4,575 2,430 3,290 5,720 Contingencies Physical 105 140 245 135 170 305 Price Increases 495 595 1,090 615 745 1,360 Sub-Total 600 735 1,335 750 915 1,665 Project Cost 2,545 3,365 5,910 3,180 4,205 7,385 5.02 Base cost estimates refer to mid-1976 prices. Construction costs have been estimated on the basis of functional and economical sketch plans as reviewed and revised during appraisal. The average building unit costs, derived from recent cost of similar institutions in PNG, vary from US$175/m2 for classrooms to US$250/m2 for laboratory buildings. Even though local materials (e.g., timber) are used to the extent possible, construction costs in PNG are higher than in other countries in the region. This is due largely to high cost of imported materials (about 60% of building materials are  - 21 - imported) and labor. Comparisons of capital costs per place are not applic- able since all project components provide extension to existing facilities. 5.03 Utilization factors for classrooms, workshops and laboratories of the project institutions are economical and range from 70% to 90% based on 35-45 weekly teaching periods. Estimates of equipment costs are based on preliminary lists as reviewed during appraisal. These estimates, which take account of existing equipment, are reasonable. Technical assistance costs have been estimated on the basis of US$55,000 per man year, all inclusive, for expert services and US$12,000 for fellowships. Ah-ut L71of the total project costs would be allocated for staff housing and about 15% for hostel facilities. These facilities are needed to ensure recruitment and retention of qualified staff, and minimize the cost of increasing enrollment. 5.04 Physical contingencies (Annex 13) add 10% for unforeseen factors to the cost of site development and 5% to construction, furniture, equipment and professional and specialists services. A total price contingency of US$1.36 1/ million is included for expected price escalation at the following annual rates: 1976 1977 1978 1979 1. Civil works, furniture, professional services 13% 12% 12% 12% 2. Equipment 9% 8% 8% 8% 3. Expert services 7% 6% 5% 5% 5.05 Based on detailed analysis during appraisal, the foreign exchange component has been estimated as follows: (a) site work and professional ser- vices, 30%; (b) construction and furniture, 40%; and (c) equipment and spe- cialists services, 90%. These percentages have been derived by (i) determining the costs of civil works and furniture attributable to material, labor, over- head and profit, and (ii) analyzing the costs of imported equipment inland transportation and insurances and installation for equipment. Including con- tingencies, the foreign exchange component is estimated at about US$4.2 mil- lion, or about 57% of the total project cost. Financial Plan 5.06 The proposed IDA credit, as requested by the Government, would finance the foreign exchange costs of the project as follows: 1/ The 23% price contingency provided for this project is lower than for other similar Bank education projects because the project is in advanced stage of implementation (architectural designs have been completed) and physical facilities are expected to be finished in about two years from credit signing.  - 22 - US$ M4illion % IDA Government IDA Total Financing A. Department of Primary Industry 0,'16 0.29 0.75 39 B. Department of Public Health 0.43 0.54 0.97 56 C. Department of Education 1.52 2.21 3.73 59 D. Central Planning Office 0.02 0.15 0.17 90 E. Department of Labor 0.01 0.10 0.11 90 F. Contingencies 0.95 0.71 1.66 - Net total 3.39 4.00 7.39 54 Less duties and taxes 0.19 - 0.19 Total 3.20 4 .00 7.20 56 5.07 The annual recurrent expenditures for training generated by this project would amount to K 1.0 million for the DOE, K 0.3 million for DOPI and K 0.1 million for the DOPH (in 1975 prices). These figures represent 2.4% of the DOE, 1.6% of the DOPI and 0.3% of the DOPH recurrent budget in 1975. These additional expenditures, which do not include possible savings for localisation of training staff, could be accommodated without undue finan- cial difficulty to the Government within the anticipated growth of the educ- ation budget. However, the annual recurrent expenditures in salaries required to employ the graduates of project institutions would be substantial. The qualified agricultural extension agent draws a salary which is 30% higher than that of the untrained person he replaces (para 2.04). This, together with the growth of the extension service with the population, would raise the cost for agricultural extension staff from about K 4.8 million in 1975 to about K 7.1 million in 1985 (in 1975 prices). This corresponds to an increase of expendi- tures for extension services of 5% p.a. which is a high but not unrealistic rate of growth (para 2.02). Further, the employment of the expanded output from Madang College of Allied Health Sciences can be assured only if a minimum of 8% of Government budget will be allocated to health expenditures (para 2.07), which seems feasible. The DOE expenditures would be lower than those projected in the 1975 Education Plan (Annex 10), due to lower than expected rate of primary school growth (para 3.05) and increased localisation in the secondary schools (para 6.01). Project Implementation 5.08 Project Management. The implementation of the project would need to be coordinated centrally because of the number of Government Departments involved. A Project Management Committee would be established to oversee and guide the implementation of the project. It would include the Secretaries for Education (Chairman), Finance, Transport Works and Supply, Primary Industry, and Health, the Vice-Chancellor of the UPNG and other officers as required. The Office of Project Coordination (OPC), headed by a Coordinator, already established in the Department of Finance for implementation of externally financed projects, would be responsible also for the implementation of the proposed project. The Office has been strengthened to supervise the pre- paration of the tender documents for civil works and equipment, master lists for equipment and furniture, execution of construction and procurement  - 23 - and installation of equipment. A full-time Education Project Manager (assist- ant to coordinator), responsible specifically for the implementation of the proposed project, has been appointed. Further, a senior architect for super- vision of civil works, a procurement officer for the unit and coordinators in DOPI, DOPH, DOE, UPNG, CPO and DOLI have been designated. During negotiations the Government gave assurances that it would maintain these posts as required for successful implementation of the project. 5.09 Design, tendering and supervision of civil works for all project items, except Goroka Teachers College, would be the responsibility of the Department of Transport Works and Supply (DTWS). The University of Papua New Guinea's construction unit would be responsible for the execution of the Goroka Teachers College component. 5.10 Professional Services. The Architectural Division, DTWS, has pre- pared standard designs and architectural drawings for all project institutions except for Goroka College. Due to the workload of the engineering division of DTWS, the Government may use consultant firms to prepare detailed engineering drawings and specifications for the structural, electrical and mechanical works of the proposed project. The services of qualified consultant firms are available in Papua New Guinea. 5.11 Sites. Suitable sites are available for all project institutions. However, land transfers will have to be effected for staff houses of the College of Allied Health Sciences at Madang. During negotiations the Govern- ment gave assurances that title to every site will be acquired prior to scheduled start of construction. 5.12 Procurement. Contracts for civil works and furniture would, except as provided below, be awarded on the basis of competitive bidding advertized locally following procedures which are satisfactory to the Association. Foreign, and locally established foreign firms, would be allowed to participate. Local bidding procedures are justified because the contracts are small (mostly below US$600,000), and the location of the proposed project institutions dispersed. Further, to expedite implementation and economize on costs (a) civil works contracts costing less than US$65,000 in each contract not ex- ceeding the aggregate amount of US$275,000 equivalent, may be awarded on the basis of negotiated contracts in accordance with local procedures acceptable to the Association; and (b) construction works not exceeding the aggregate amount of US$250,000 equivalent, may be carried out by force account of the Borrowers Department of Transport, Works and Supply. Prior Association ap- proval would be required for any civil works contracts exceeding US$200,000 equivalent. Construction of some project institutions started prior to netotiations, but in accordance with Bank Group procedures. Retroactive financing is therefore recommended up to US$200,000. The Government has given assurances that it would waive existing preference given to indigenous contrac- tors in bidding, evaluation and award of civil works contracts under the proposed project. 5.13 Equipment contracts over US$50,000 equivalent would be awarded on the basis of international competitive bidding in accordance with Bank Group  - 24 - guidelines. Domestic manufacturers would be allowed a preferential margin of 15% or the existing customs duty, whichever is the lower, over the c.i.f. price of competing imports. Direct government imports are exempt from customs duties and taxes. Equipment and furniture purchases which cannot reasonably be grouped to form contracts for at least US$50,000 equivalent could be awarded without prior Association approval on the basis of competitive bidding advertised locally following government procedures which are satisfactory to the Association. Books (total estimated cost 'SS150,000) would be purchased directly from authorized distributors. In addition, off-the-shelf items, not exceeding US$10,000 in each contract and aggregating a maximum of US$100,GO0 equivalent, could be purchased on the basis of a minimum of three price quotations. 5.14 Technical Assistance. The proposed project includes financing for 21-1/2 man-years of specialist services and 9-1/2 man-years of fellowships for staff and curriculum development, experiments and studies for which other resources seem unavailable (Annex 14). During negotiations, the Government gave assurances that selection criteria and procedures for awards of fellow- ships, general programs of study, terms of reference and appointment of specialists and terms of reference for the proposed study (para 4.16) would be acceptable to the Association. 5.15 Implementation Period. The project is in an advanced implementation stage. Detailed sketch plans and tender documents were reviewed and revised during appraisal. Contract documents for most project items have been pre- pared and will be completed for all project components by November 1976. A civil works contract has been awarded for the first phase of construction at Goroka College. Tenders have been closed for about 50% of the construction for the Highlands Agriculture Training Institute. Physical facilities should be completed in about 24 months after Credit signing and technical assistance in four years (Charts 3 and 4). 5.16 Disbursement. The proposed credit of US$4.0 million would finance 54% of total project costs and would be disbursed as follows: (a) 100% of the c.i.f. costs of directly imported equipment; (b) 100% of the ex-factory price of locally manufactured equipment; (c) 70% of the cost of the imported and locally pronvrcLdequipmenrt (d) 40% of the expenditures on civil works, professional services, and furniture; and (e) 100% of the cost of technical assistance. To the extent practicable withdrawal applications would be aggregated in groups of US$50,000 or more prior to submission to the Association for reim- bursement out of the proceeds of the proposed credit. It is recommended that the Association finance retroactively 40% of the total cost of civil works contracts and professional services incurred from May 1, 1976 to the date of signing of the Credit Agreement, subject to a maximum of US$200,000 equivalent (para 5.12). The estimated disbursement schedule is shown in Annex 15. Un- disbursed funds would be used for other project related components. Disburse- ment is expected to be completed by December 31, 1981.  - 25 - VI. BENEFITS, JUSTIFICATION AND RISKS 6.01 Rural improvement, localization of staff and economy of training form the central objectives of the project. The contribution of the project to the attainment of these objectives can be quantified as follows: (a) Expansion of Highlands Agricultural Training Institute would enable the Government to upgrade the quality of its agricultural extension service, increasing the proportion of properly trained extension agents from 20% to 50% in 1985 (Annex 7). The level of staffing would be maintained at one agent per 135 farm families. Due to economies of scale the recurrent cost per student at HATI would fall by nearly 50% from K 5,900 to K 3,100 per annum (in 1976 prices). (b) Expansion of Madang College of Allied Health Sciences would enable the Government to meet by 1986 the full demand for Health Inspectors and two-thirds of the requirement for Health Extension Officers (Annex 8), thus improving health services in rural areas. Due to economies of scale, the recurrent cost per student would be reduced by about 23% from K 3,250 to K 2,500 per annum. (c) Expansion of Goroka Teachers College would enable the Government to replace about 1,000 expatriate secondary level teachers with locally trained indigenous teachers before 1986. The expansion would even- tually save about 1,800 man-years of expatriate services and the equivalent salary costs of about K 14 million (see Annex 6 page 3) or twelve times the capital investment of K 1.2 million. Due to the economies of scale and improved course organization, the student/ teacher ratio can be increased from 11 to 15. (d) Expansion of Lae Technical College would increase the stock of local middle level technicians from about 300 in 1975 to 1,800 in 1985. This would substantially reduce the reliance on expatriate tech- nicians (Annex 9). 6.02 The remaining project components in broad terms would serve the same objectives, but the expected benefits can be less readily quantified. Expansion of Madang Teachers College would increase the supply of teachers to the least developed areas of the country and technical assistance to the Department of Education would help improve the distribution of school facilities. The pre- investment study on Integrated Rural Development and Community-Based Training would assist in formulating national development policy and propose how Gov- ernment services and rural training could be coordinated and developed to support this program. The Rural Vocational Center component would coordinate the efforts of several agencies in order to bring in adults to short courses at five experimental centers. Finally, technical assistance to the Department of Labour and Industries would help rationalize and economize the complex system of technical training.  - 26 - 6.03 Female education would specifically be promoted by two project com- ponents. Two thirds of the expansion of Madang Teachers College would be employed for female trainees, and the Government would revise its selection procedures to increase the number of female trainees also in other Colleges. Finally the Highland Agricultural Training Institute would begin to train female extension agents, important because farming is traditionally done by women. 6.04 Risks involved are primarily of financial and administrative nature. Of immediate concern is a budget crisis which emerged after November 1975 and forced the Government to freeze 1976 recurrent funds at the 1975 level (from which salary increases of about 10% also had to be met). The long term costs for salaries of graduates from expanded institutions are also significant (para 5.07). Finally, the secondary teacher training component is designed for a rapid localization of staff and, in consequence, training capacity would be developed in excess of needs for normal growth and wastage (para 4.11). There is a risk that the excess secondary teacher training capacity available after 1985 may not be diverted to other uses as planned, but used as an argument for expanding secondary education beyond present plans. However, the project addresses priority issues within the Eight Point Plan (para 2.11) and the Government is well aware of the risks and constraints associated with the proposed project. During negotiation assurances were provided that adequate recurrent funds would be provided. Moreover, the additional training costs and. costs of employing the graduates would be partially offset by savings from the localization program. In sum, the potential benefits outweigh strongly the possible risks. VII. AGREEMENTS REACHED 7.01 During negotiations the Government provided assurances on the following topics: (a) establishment of a project monitoring system (para 4.03), reorganization of agricultural training programs (para 4.05), staff increases at the Madang College of Allied Health Sciences (para 4.07), procedures for recruitment and upgrading of primary teachers (paras 4.10 and 4.12), and coordination of non-formal industrial training (para 4.18); and (b) appointment of project manager (para 5.08), site acquisition (para 5.11) and fellowship and specialist review procedures (para 5.14). 7.02 The proposed project constitutes a suitable basis for an IDA Credit of US$4.0 million equivalent to the Government of Papua New Guinea on standard IDA terms.  CUAP&N AI I WL LOUCAT i ',H I A I.) iC AI OR S AHNEX I ------------------------------------------------------------------------------------------------------------------------------------ GNP/ G0 :Z TuTkL OF PUSLIC PHI. iAV.PRI. s t SEC :CAPIFAI O
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' S_ -i R' 'I -A 1 3 7. 5 3, 510 4. 3 9 . 9 41Q 25Q ZCQ 9 9 9d 9 3 26 2.0 9 9 5 t 1 9 6.00 C A N ALI A 1 2 22.ID 5, 4 500 7.T 1 9 . 4 30 38 1 9 98 8 9 98 24 2.0 99 62 1 r 9 . 00 GEHmA 4Y F RE P. I Z 6 1 .00 5.32JD 4 .2 14.2 ... 74*- 26 99 91 99 33 . . . 99 9t 22 11.0acy JAPAN 7 I I 03 . 30 3. b 300 4.3 2 0 .7 39 38 1 2 99 99D 99C z5C Z.0 99C 940 zac 2d. LICJ NrltiERLANDS 7 2 13.4D 4,330D 6 .5 1 9 . I 3? 45 1 9 99 95 95 29 3. 0 9 7 73 20 11.
a IN--A ZrALANO 13 2 .9 3.6 a 0 5. 2 . . . 39 ? 4 29 99 99 99 26 . . . 99 67' 19 2 4. 3 0 NOR44Y 12 3 . 90 4 6 6 0 0 7.0 1 5 .2 58 2 3 1 3 99 99 98 20 1. 9 99 76 t4 I 1. 00 SA! EJE'4 f 3 a . 1 5. 9 10 d.9 16 .0 36 14 1 3 99 99 99 17 90 85 10 30. la U.K. rZ 55 .00 3. 0 6 00 6.3 12 . 1 26 39 22 98 99 26 2. 0 63 ir I 1. 00 U.S A. 12 2 10.40 6.200D 6.0 1 5 .16 7 3 - 21 99 99 99 25U 2. 0 . . . 93 19U 2 9. 00 EU3 J P GRELCr tl 8 .9 j 1,8700 2 .2 I I . I 54Y 29Y t 4Y 82-k 95Y . . . 32Y . . . TO& 58Y 43Y 1I.Cc IR EL AIL) 1 2 3.OD 2.150D 5.1 13.9D 43Y 4 1 Y 1 4Y 98 97 99A 35 ... 95A 75 19 T-CA PORTUGAL 72 9 . 0) 1, 4 100 ... .... . . . . . . . . . . . . 91 XY 65XY ... 7.60Y SPAiN 7 1 3 4 .70 1 .7 1 00 2.43 15 .2A 49Y 22Y ISY 94A 91A 29A 30 6. 3 0 A AFRICk I-GE'll 75 15 .7 776 7.5 4IG 32G 18G 30 76 62E 42E 6.OG 49E 17 25 4.CO BENIN 7 3 2 .9 1 10 5. 3 32 . 0 47 23 1 c 11 32XB 70 8 50B 25.08 4 38 Td 398 0. 44ty BOT3w4NA 7 4 0 1 3 00 5.0 20 - 0 38 2 0 1 5 25 7ox 75 35 5.0 24 13X 18 0.30Y BURJNBI 1 4 3 5 92 Z.5 19.9Q 47R 4IR 12R 1 0 2ox 30? 38 1 0.0 1 4 2 X 18 L.0 CAMER30N 1 3 6.2 250 5.9 20 .0 3BY 29Y ITY . . . 74 . . 51 BY 9 23CY 0 90cl C. A. R. 7 0 1 . 7 0 160D *.ON 20.0 56 1 9 . . . ... 64CY 2 5 65CY 5cy 27BY 0:01T CHAO 7 5 4.OD BOD 3.0 10 .0 78 2 2 0 1 5 29X3Y 30 65ey 1 5 8 2XBY 30 O.oliy CONGO( 8) 7 4 1 .3 450 6.0 1 9 . 3 4 0 32 2 1 50? 133X 63 63 6 48 33X 22 3.4X EGYPT 7 4 36 - 4 280 5.3 . . . 29 36 2 4 4 0 TOX 45 40 64 39X 28 llx ETri I OPI A 7 3 26 . 5 90 3.1 2 0.0 4 2 29 1 a 7 17C 4 2 50 3. 0 63 2 30 ol 20 GAJJN 7 3 0.5 1, 3 1 0 5. a 2 0.6 25 9 1 1 1 84 X.3Y 25C 46C 5. 0 ISA 2DC 21C 1. 4 icy GHA 4A 11 9 .3 a 3000 4. 7 24. 439 38 0 1550 2 3 0 56XCY 62 30CY . . . 1 4 iix 16C v 0. 743Y IVJRY CGkST T2 5 .80 380D 6.3 24 . 7 273Y 339Y I 3Y 9A 52 57A 46 . . : 10 25 1
Biv KZ-NYA 73 12 .4 1 To 6.4 ZT.O 63 11 11 40 1 05X ... 40 e 12 23 1:.3ay LESOTHO 75 1.2 11ON 12.OP 2 3. 0 49 la 20 40 85 50 52 ?.ON 8 1 10 26 1 . 0 LIBERIk 7 4 1 .40, 310D 2.7 1 3.9 25 1 3 2 2 . . . 59 ... 39 1. a 20 20 1.104Y MADAG45CAR 7 4 8 . 6 150D 3.2 22 .1 5 1 2 4 2 5 4 0 68X 3 0 63 1 5. 0 4 8 9x 26 1 _:ox MALAWI 7 4 4.8D 110D 3 .1 2 0 . 9 . . . . . . . . . 25 56X 6 0 50 7.0 40 4X 20 0.26CY NAL 1 74 5.3D ?OD 4.6N 32 . 3 36 8 5 2 0 1 29 1 0 18 22 40 1 4. 0 37 4 17 0. 16ky MAL)RITANIA 7 0 1 .20 2000 4.5 21 . 0 . . . . . . . . . 10 isx - - - 22 ... 3 24 OIAJRIT IUS 72 0.80 4 10 0 3.7 11.7D 71 1 C 4 80 e6 99 31 31 30 i::7CY NORJCCU 14 15 . 9 320 5.OC 1 6 . 5 44 41 9 267 54X 21 37 13X 2t 2.C NIGERIA I 1 7 1 .20 2 10 0 3.2N ... 40A 24A 20A --- 39XCY ... 34CY . . . . . . A 20CY 0. 37CY RWAA,Dk 73 3 .9 0 701) 3.2C 28.03 . . . . . . . . . 23 52 . . . 51 2 13 0. 23CY SENEGA L 71 4 . 00 280D 4.ON 22 . 53 38A 4
A 54 10 36X . . . 46 . . . iix 25 L. TI.1Y SlEjiRA LEONE 73 2.7 1 60 3.4 2 3 . 4 31 36 30 15? 34X 45 32 4 OE 68 13X 21 O.113iT S
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UGA.,DA 70 10.8a 1 50 0 5. 2N t7 . bC R 40Q 22Q 2 5 .1 25A 48XCY . . . 36 ... 14A 4xcy 21 0. 583 T UPPtR VOLTA 7 2 5 . 13 7 00 4.0 23 . 9 65 1 0 6 5 1 0 ... 45 16.0 2 0 2 2 3 O.Gliv ZAIRE 7 3 23 .4 140 5.2CN 21.3C 54C IIC 29C 1 5 6 3 3 8 44A 6 . 0 4 3 8 24 0.9say ZA43IA 7 4 4 . 7 4 8 2 5 .3 14 .2 34 1 8 1 6 4 3 88 a 0 47 9 2 0 1 3 22 1. 00 CENTRAL AMERICA AND THE CARI138iAk --------------------------------- CO
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08 CHILE le 10.2i 1 200 4.GY I 0 . t)Y 34JY 159Y CO JY . . . I 1 1 X 0 Y . . . 3ray . : ; 413 X 0 Y CULUN31A I 0 ".5i 4 401) 4 .0 La.y s 5 1 6 2 0 r 3 6 1 2 0 6 4 I I ECUAOOR r z 6.ro 3100 3.r 2 F . ?C 450T 4ray 1 OQY 69 ?2 36 ta 14 4 9rof GUYANA r4 O.r 4100 5.8m t4.10 4r 35 14 8JA 92K 59 33 62X 24 1: 00 PAqi,GUAY f4 Z.4c 3 f 4 1.6 1 3. q ) 55 13 ?z SI 82 26 31) 1 . 9 65 I? 12 5 D PF R J I 1 14.5u 620D 4.5 d4 . I) 50 1! z 1 5 ), z 8 u 3 8 390Y 3.0 r 0 3 a 230Y 1 2 00 VLNELqELt r 3 1 1 . 2 I , 6 10 4.6 1 9 .9 30 3 2 E 9 35
FIA 6 I . . . 3 3 2. 4 3 3 I ? 6 3cy  CU MPA PiAlI AL LOUC ATI ION LNOI EAI4OJS tC500Y) ANNEX I PAGE 2' (SEPI-E!qBER lb. 697AI a aGNP/ T GNCP :1 TUlALl %OF PUALIC I PR!. :AV.PRI. a aSE5C 2 :CkP ITAS TEYL.TED:PUBLIC aEDUCATION :.I TER- PRI. :'CUMPLE- ,STU- :SCH.OEACHZPROGRE~S-z SEC. 2STU- I AT : Y LOU.: EAP. AECURHENIT ACY S'ENRULL:TION :)ENTS:SALARY lN:ION RAT-- :ENRCLL:0ENIS.:HIGHERt % :MARKTETS (PUbLIC.DE VUtED:EXP AkLLOCATED: RATE 41,10TI :ATE FORZPER :RELATION aPRON PRI.:RATIO sePER E NVOLL I POP. zPRI CES : EA?. aT U TO: :(% OF .: NF E PRl.SCH-.SYE4CH! TO GNP/ -TO SEC. NET S TEACH- HATi.3 YAz(OOO) (US$): ONLI a EDO. :PRI. SEC. Hi. :AOULTS): (Z) :-CYCLE(2):ER CAPITA I1 (11 :ER (I) 5(): 2) (5 6 4 5 IA (7 I (8) (9 (10) I (1I :1 2) S(3 :CI ASIA AND OCEANilA AFWHA;ISTAN 4 1 6. 3 90? ..39P 23P I 6P 10 26x 24 41 5. 0 78* 53x 21 13 BANLAISHt 7 3 7 4.0 RI 1.2 2 0.2...... . . . 23 561 . .. 48 I* 133 28 CA1INRI TAI WAN) 7 3 15 .4. 660 1. 3 4 .0 28 41 22 82 98 94 40 14.Z8 55 26 15.00 INDIA 7 1 id1.90 1 2 00 2.6VY . ... . .. . . .. 29 79X ... 43A . . .. 28X 20AY 4.OOAT 1A0JNE SiA I3 124. 40 1 300 0.8 1 1.0 6 3 2 3 IA4 62 6 3 .40 32 5. 0 9 1 12 t6 2. 00 IRAN 1 3 32 .1 Or0 3.3 12 .6 5 08 188 1 28 50 77 74A 32 5. 08 BOA 24 .32 A.32CY IRAQ 72 10.4D 8500 6.7 16.30R .. . . .. . .. 26 61CY ... 22 ..fi.. 6CY 26 6.28CY .JOMN DA173 2 .5 3 40 1.0 83.0 52 1 5 23 5 9 913 16 38 5.00 84o50 22 4.00 XOREA 713 32 .9 400 2 .9 1 9 .3 64 ? 6 a 92 97 90 53 3.00 7 1 51 39 6. 00 L E QA NN 7 2 2.90 9100 3 .5 1 8.0 3 9 4 0 C 6 8 8 6 6 5 1 9 2.00 63 26U 25 2 3. 00 MALAYSIA 7 4 11.1 670 6.4 ?22.70 44 31 1 1 60C 96X 90 32 4. 00 8 3 44X 27 3. 00 OMAN 72 0.60 840D 2.3 3 .8 96 - 20 24X 99 33 7. 00 . .. 0. AX 9 PAKISTAN 15 66.20 1200 1.6 6 .2 45 25 18a 21 413 50 39 2.00 . .. 17X 18 6.0 PAPUA N.G. 7 5 2 .6 4 10 3.6 16 .1 38 1 6 2 4 32 5 7 73X 31 It 3 3 12X 24 0.93 PHIILIPPINES 714 40.2D 2300 2 .5 14 .9 7 3 1 5 1 2 8 7 1041 . .. 34 15 . .. 46X ... 21. 00 Si N"PAURE' 72 2.20 1,6300 3.1N 1 &.2 44 31 15 75A 1070 12 33 99 47 24 S. 25Y THAILAND 73 39 .4 270 3.ON 18.7 65 9 1 5 82 87X 93C 32 3.OOU 91C 21X 24 2.00 TURKEY 72 37.-90 600D ... I3.ODR ....... .. . . 1053CY . .. 34OY . .. . .. 22X3 2703 5. 3133 YEMEN I S 6 .3 1 00 0.5 4.0 ASP 21P 23P I10 151 18 36 5.00 75 23 19 0. 053 Y YEMEN P.).R. 72 1 .50 1100 2.3A 0 2 .6 79 12 10 70X 31 29 10.00 99 123 20 0. 0843 SUMMtARY Oat DE,VELOPI NG COUNTRIES : - NOMBYR OF COUNTRIES! 70 6 9 65 63 62 64 74 46 73 44 47 74 71 70 RANGE: t0.5- C 3. 8- (25- (0- (0- (5- (10- C17 (19 - (1.8- (7 - .4- ( 9- (.01- IS.OP) 3 2.32 96 ) 52 ) 40) 981 1843) 99 1 66 2 25.0) 9 9) 75.0) 43) 23.01 OUARTILES:UPPER 4.7 21.0 57 36 20 68 91 76 45 7 76 26 26 4. 79 MEDIAN. 4 .0 18.2 50 ?7 1 5 50 71 56 38 4 63 16 23 2. 00 LOWER a3.0 14 .0 42 11 11 20 46 25 33 3 25 a 19 0. 53 SYMBOLS: . .. DATUM UNAVAILABLE . 4=970 CR BEFOFE M=CUR9RENT PRICES SOuRCES: - MAGNITUDE NIL OR NiiGLIGiBLE 3=1971 N=GIP------- 7 QUESTIONABLE C=1972 P=INCLUOING FCREIGN NrD COLUNNS:I AND 2 WORLD BANK *INCLUDES PART-TIME STUItNTS 0=19r3 Q=CENTRAL GOVT. ONLY ATLAS C. OMBINED WITH PRIMAAiY E.1974 R=HINISTRY OF EDUCATION (MOE) ONLY 3 TO 14 IBRO MISSIONS F=1975 S=MOE AND STATE GOVT. ONLY AND/OR UNESCO 0=1916 T=EXCLUDING CENTRAL GOVT. ST&TESItCAL U=PUSLIC ONLY YE#,RBOOK V=INCLJDING. FFIVATE EXPENDITURE X=INCLUOING CVEFAGEC STUDENTS Y=UNESCI SOURCES